An Investigation On The Role Expectation And Role Practice Of General School Resource Teachers

In order to improve the quality of integrated education,some ordinary schools in China are equipped with resource teachers.Shanghai has also issued a policy requiring all ordinary schools with special students to be equipped with resource teachers.The problem of resource teacher role positioning has an important impact on the full play of the role of resource teachers.At present,China has not clearly defined the roles and responsibilities of resource teachers in ordinary schools.As a result,some ordinary schools equipped with resource teachers in practice generally have problems of unclear role positioning of resource teachers,unclear responsibilities,and random work.Understanding the role expectations of resource teachers and the practice of resource teachers is of great significance for clarifying the role positioning of resource teachers and playing the role of resource teachers.This study consists of two parts.In the first part of the study,we selected 41 teachers in the district special education guidance center,49 leaders in charge of integrated education in ordinary schools,and 102 general school resource teachers from Shanghai(referred to as "three types of personnel",the same below)as the research object,using the self-designed "The General School Resource Teacher Role Expectation Questionnaire" surveyed the role expectations of resource teachers for the three types of personnel.In the second part of the study,20 ordinary school resource teachers in Shanghai were selected as the research object,and the self-designed "Outline of Interviews on the Role Practice of General School Resource Teachers" was used to investigate the role practice of ordinary school resource teachers and the difficulties encountered in the role practice process.The results of the study show that:(1)The teachers of the district special education guidance center,the leaders in charge of integrated education in general schools,general school resource teachers have the same expectation of the role of resource teachers overall,but there are differences in individual aspects.The three types of personnel unanimously expect resource teachers to undertake more than 50 specific responsibilities for screening and reporting,assessment,planning,teaching,evaluation,transfer,organization and management,consultation and guidance,communication and cooperation,and teaching and scientific research.The three types of personnel unanimously do not agree that the resource teachers alone perform some specific duties in assessment,planning,teaching,and evaluation,etc.;(2)In the role practice,resource teachers are mainly responsible for the nine aspects of screening and reporting,assessment,planning,teaching,evaluation,organization and management,consultation and guidance,communication and cooperation,and teaching and scientific research.However,there are two major problems: the randomness of work and the lack of teamwork.And in the process of role practice,resource teachers faces many difficulties from special students and parents,resource teachers themselves,general education teachers,resources,school management,etc.;(3)The resource teacher's role expectations and role practice are both consistent and different.Overall,resource teachers in practice have undertaken nine other aspects of responsibilities that all three types of personnel expect in addition to the transition.Specifically,resource teachers' role expectations and role practices are more consistent in screening and reporting,communication and cooperation,and there are differences in assessment,planning,teaching,evaluation,organization and management,consultation and guidance,teaching and scientific research.According to the research results,this study makes recommendations from the national and local education management departments,ordinary schools,resource teachers themselves,and parents of special students,with a view to providing suggestions for government departments to formulate and optimize the responsibilities of resource teachers,and provide references for resource teacher team building,training,management and evaluation,and their own development.